Reference no: EM133909244

Introduction to Research for Educators

Overview
This unit introduces participants to a range of research methodologies used in educational and social science research. The unit will examine the application of different interpretive frameworks and their implications for research design, data collection and analysis. Participants will develop critical research literacies by both reviewing and planning for research.

Learning outcome 1: Discuss key methodological issues in educational research and apply different strategies for conducting research that is systematic, credible and ethical
Learning outcome 2: Engage with the research and scholarship of others, articulating the links to a self-designed research proposal
Learning outcome 3: Provide critical feedback to support others to develop their research skills in formal and informal education settings
Learning outcome 4: Communicate theoretical understandings of the research literature, processes and activities
Learning outcome 5: Analyse and communicate similarities and differences between qualitative and quantitative research designs

Aims of the unit:

Research in education is eclectic, conducted in many different settings and by diverse groups of researchers for many different purposes and audiences. From large-scale empirical studies, sometimes national or international in scope, to small-scale classroom- or school-based action research conducted by teachers, all educational research seeks to better understand learning and teaching and so enhance the work of educators for the benefit of learners and research participants. Get Assignment Help from Trusted tutors.

A powerful form of educational research is that practised by teachers themselves in their own classrooms or schools, and the role of ‘practitioner research' in supporting the professional learning of educators has a long tradition. Here at Murdoch University, research is an important part of the work of the School of Education. As well as supporting a thriving group of researchers at masters and doctoral levels, all School of Education academics engage in research that informs practice and contributes to the collective knowledge of the educational community. The outcomes of educational research may be published in professional or academic journals and books, developed into policy documents for schools or government departments, made available on websites or other online documents, or presented at conferences. Educational research contributes to changing practices in many different ways.

This unit aims to:
introduce you to some key methodological issues in educational research, and to provide opportunities to examine different strategies for conducting research that is systematic, credible and ethical.

provide opportunities for you to begin to participate in the educational research community by engaging with the research of others, and talking with peers about your emerging understandings about research.

support educators /postgraduate students as they develop their research skills (educators at all levels, including early childhood educators, primary and secondary school teachers, tertiary level educators, education administrators and those working in non-formal and informal education settings).

More specifically, the Unit's intentions are to:
Initiate discussions about the scope, purpose and quality of research in education.
Develop theoretical understandings of the research process and activities to conduct high-quality research.
Encourage deep and thoughtful engagement with the field of research in education via critical analysis of published research literature and academic reports.
Experience some similarities and differences between qualitative and quantitative research designs.

ASSESSMENT DESCRIPTION
Participation in this unit involves activities during on campus sessions and LMS. Students will engage in workshop discussions, making contributions that reflect course readings, lecture materials and course outcome. Strong students will consistently make contributions that demonstrate a command of scholarly discourse and sophisticated understandings.

Internal students are expected to attend sessions on campus. Active participation in the face-to-face meetings requires preparation (doing the readings) and participation (engaging with fellow students). They are also expected to make a minimum of five posts on the LMS discussion board during the teaching weeks. These posts can be original posts or responses to their peers' posts.

External students are required to post on the LMS discussion board (expected to send at least one original post per topic and response to at least one peer post per topic in a timely manner). They are most welcome, while not required, to attend sessions on campus.

One original LMS post can include: an introduction to yourself (including a photo of yourself), a comment about a reading or the topic in general, a focus question about a reading or the topic in general (designed to facilitate online discussion about research processes and/or methods) or a comment aiming to share relevant information about research, or the link to a shared, useful resource. You may also wish to post draft sections of your responses to questions /activities during lectures or in the unit text. (e.g. your draft responses to a handout, online task, etc.). Your responses may also be in the form of tables, flow charts, graphs, drawings, figures, poetry, an appropriate image, etc. If you are writing, normally a paragraph or two is sufficient for a posting.

ASSESSMENT DESCRIPTION
Summary:
This assignment aims to help you reflect on your own research interests and develop an emerging research question. Based on this reflection and a brief bibliographic search, you will critically analyse a small number of scholarly articles that are relevant to your research question. In light of your analysis, you will review, modify and/or refine your emerging research question. This exercise is intended to be an introduction to critically reviewing academic research articles and to writing a skeletal, ‘mini' review of literature. The assignment also structures the foundation for your study throughout the unit, as the later assignment requires exploring possible methodologies in relation to your research question.

What to do?
Reflect on your emerging research question. Why you are interested in this topic and how does it relate to the role(s) of educational research, as described in unit readings? Using the MU library website, databases, etc., search for three peer- reviewed academic articles, which are relevant to your emerging research question. Write your assignment using essay format, and an appropriate academic style (full sentences, clear structure, coherent paragraphs, introduction, conclusion, etc.) Justify the relevance of these three peer reviewed journal articles, then compare and analyse these articles. Use in-text referencing and appropriate depth of analysis to articulate your ideas.

Assignment Sections
Introduction:
Begin with an introduction (normally one paragraph). The introduction provides a brief road map of your assignment for the reader (e.g. briefly summarize your objectives, the writing processes or sub-sections/topics in the assignment and your key, concluding remarks).
Your emerging research question, background to your ideas and how they relate to the role(s) of educational research:
Following the introduction, include approximately 2-3 paragraphs where you briefly describe your emerging research question and the background to these ideas. Briefly explain which topic interests you as an educational researcher and describe the professional and /or personal context that has brought you to this area of research. Include your very early ideas regarding your emerging research question and a brief description of any shifts in your thinking since the beginning of the Unit. This is to orient the reader and outline the development of your thinking and any challenges you faced in relation to developing a research question, etc. Describe how your emerging research question relates to the role(s) of educational research as explored in Unit readings. At least three unit readings must be incorporated in this section (using in-text referencing, with emphasis on paraphrasing, rather than direct quotes).
Critical analysis and comparison of relevant scholarly articles

Choose 3 peer-reviewed journal articles that are relevant to your research question. Although position and theoretical articles are important in a literature review, for the purpose of this assignment you should use empirical, peer-reviewed articles (i.e. articles that rely on data or observations for the findings), that have been published within the past 10 years. Use Murdoch University Library databases and other resources such as Google Scholar to search for these suitable peer-reviewed journal articles. For this particular assignment, it is not recommended to use book chapters or dissertations (e.g. Masters or PhD theses).

Summarise each peer-reviewed article by discussing the type of research, research design, participants, limitations, advantages and other details of the study (you may want to use a who what, where, when, why and how approach). Critically review and analyse the study by

discussing such items as whether the authors' conclusions were supported by the research findings, whether the research design was appropriate for the research question, whether ethics were carefully considered, etc. Finally, explain how each article relates to your research topic.

Synthesis of these research findings
After you have discussed the three articles separately, synthesise the findings from each research study by pulling out the main ideas in the articles and exploring how these ideas are related to one another. Compare and contrast the research findings of the articles. Identify any common themes or ideas and discuss any findings that are different.
Development of your research question
After analysing and synthesising the three articles, return to your emerging research question to further refine and develop your original question. Revisit your original research question and briefly explain how and why your readings have influenced your thinking about the research question. For example, has your focus shifted, has it narrowed, has it changed completely, or has it remained the same? Explain why.
Conclusion
Summarize the main points in your assignment. Add one point of reflection to inspire your audience.

ASSESSMENT 2 - Research questions & methodologies

ASSESSMENT DESCRIPTION
Summary:
This assessment is an opportunity for you to extend the literature, reflect with more sophistication on your developing research question(s), topic and bring together the understandings about research methodologies that you are exploring in the Unit. You will use these ideas as the basis for discussing the approach and methods that would best suit a research project based on your research question(s). You will also consider the ethical implications for your proposed research project.
What to do?
Re-state and explain your developing research question, based on the increasing number of readings you have completed (both in the Unit and based on library searches regarding particular research topics).
Reflect on how this developing research question could be examined by a potential research project. Explain the type of methodology (which may also include research methods) which would underpin this project. Write your assignment using essay format, and an appropriate academic style (full sentences, clear structure, coherent paragraphs, introduction, conclusion, etc.). Justify the relevance of the selected methodology (methods) in relation to your research question. Use in-text referencing and appropriate depth of analysis to articulate your ideas.
How to organise?
Introduction: Begin with a brief introduction (normally one paragraph). The introduction provides a brief road map of your assignment for the reader (e.g. briefly summarize your objectives, the writing processes or
sub-sections/topics in the assignment and your key, concluding remarks).

Body
Developing research question and relevance of topic
Re-state your research question and briefly discuss how and why this has developed and refined since the first assessment. You will draw on your personal, professional, academic background, unit readings and academic literature (add at least six additional articles than in Assessment 1), from your field of research interest. Revisit your original research question and briefly explain how and why your readings have influenced your thinking about the research question. For example, has your focus shifted, has it narrowed, has it changed completely, or has it remained the same? Explain why. You will also justify the relevance of the topic for the research community and society. For example, how will the topic and/or potential research project advance scholarship?

Methodological Approach:
Explain your methodology and world view through which your research question(s) will be understood (See in particular, Walter, 2019, p.13). Based on your research question(s), choose a research approach that will best serve your proposed project. Explain your research approach and why you have chosen it. The rationale needs to justify how your methodological choices support your research purposes. Why does the approach fit your research question(s)? Support your rationale with in-text referencing from unit materials, etc. For example, will you have a qualitative approach, an ethnographic approach, a quantitative approach, or use action research, a mixed methods approach, or a comparative approach etc.? Discuss selected methods (e.g. interviews, focus groups, online questionnaires, QCA etc.). You may use a conceptual flow chart or table to identify how various items such as research questions, methodology, methods, theory serve to frame the research proposal and question(s).

Discuss ethical considerations for your proposed research project and the mitigation strategies you will use to ensure University and National requirements for the protection of all are adhered to.
Chapter 4, Walter (2019) pp 83-118 Ethics and Social Research
Chapter 16, Walter (2019) pp 410-426 Aboriginal and Torres Strait Islander Community-based Research.
Conclusion: Summarize the main points in your assignment. Add one point of reflection to inspire your audience.